Determining teachers' perception of organizational silence

Abstract

The overall goal of this study is to examine organizational silence in terms of various variables according to the opinion of teachers. 111 teachers working in the 2020-2021 academic year participated in this study. Clustering and simple random sampling methods were used in sampling. To collect data, the study used the "Scale of Organizational Silence for Teachers" developed by Kahvechi and Demirtas (2013). The validity analysis was used to verify the validity of the scale. The age, gender, marital status of teachers, work experience at the school where they work, and their overall work experience were assessed using descriptive statistics. The collected data were processed, analyzed and interpreted in the SPSS program in such a way as to offer theoretical or practical solutions to the research problem and suggestions were made. The average value and standard deviation of the responses to the statements were determined by compiling descriptive statistics. Teachers' perception of the "Scale of Organizational Silence" as a whole turned out to be moderate. This indicates that teachers are reluctant to express their opinions on organizational issues, and their participation in decision-making is not provided by officials, and therefore they sometimes prefer to remain silent. When the statements for which teachers gave the highest score are considered, it is clear that teachers and administrators working at the school contribute, teachers easily adapt to changes, and the values of society and the values of the school are similar. When considering the average with the lowest scores of teachers, it is clear that mistakes are not perceived with understanding, control at school is strict, teachers' successes are not encouraged, and the school administration is not interested in the public life of teachers.